Education | Educational Psychology for Teachers
P254 | 6047 | Jessica Barfield


Required Materials:

Ormrod, J. E. (2003).  Educational psychology: Developing learners
(4th ed.).  Upper Saddle River, NJ: Prentice Hall.

Jackson, D. L., & Ormrod, J. E. (1998).  Case studies: Applying
educational psychology.  Upper Saddle River, NJ: Prentice Hall.


Course Description & Objectives:

The main objective of this course is to help you learn, understand,
and use educational psychology in your personal and professional
lives.  This course will examine the ways in which students learn and
the ways in which teachers can maximize student learning.  Specific
topics to be covered include student development, student learning,
motivation, classroom management, and assessment.  The lectures,
activities, assignments, labs, and field experiences are designed to
provide you with (1) an overview of theories and research in
educational psychology, (2) practical applications for teaching at
the elementary level, and (3) an opportunity to develop the skills
and characteristics necessary for good teaching.  This course strives
to develop teachers who are inquisitive, self-reflective, effective
communicators, and life-long learners.

This course is structured around a set of core principles developed
by the Interstate New Teacher Assessment and Support Consortium
(INTASC), the educational task force responsible for constructing
model standards for the licensing of new teachers. These principles
represent the knowledge, dispositions, and performances deemed
essential for prospective teachers in all subject areas.  You can
read about the principles at http://www.ccsso.org/intascst/html.
This course will specifically address five principles by covering the
topics of student development and learning (Principles 2.1A and
2.1B), individual and group motivation and behavior (Principles 5.1A
and 5.1B), and assessment strategies (Principle 8.1A).  The
assignments associated with these principles are discussed later in
the syllabus.

Additionally, this course, like all courses offered by the IU School
of Education, is developed within a framework comprised of six major
principles.  If you are not familiar with these principles, please
read about them at http://education.indiana.edu/~tep/special.html.
Below is a brief description of how this course reflects the six IU
School of Education principles.

Community:  Group building activities during the first week, as well
as class discussions and small group work throughout the semester,
will be the basis for a creation of a community of learners within
the class.  The collegiality that will develop will be used to push
students into seeing themselves more as teachers and less as students.

Critical Reflection:  Using original literature to facilitate
critical reflection on important issues relevant to educational
psychology will be commonplace in this course.  Examples of topics to
be discussed include the following: (1) Should moral education be
part of the school curriculum?, (2) Does television violence
significantly affect the behavior of children?, (3) Should
instruction be matched to student learning style?, (4) Can a zero-
tolerance policy lead to safe schools?

Intellectual, Personal, & Professional Growth:  Learning activities
that develop a variety of skills, assessment tools that develop both
lower and higher level thinking, and an overall emphasis on
application of knowledge will be the foundation for an intellectually
demanding classroom.  Additionally, through various course
requirements, students will be pushed to develop their own philosophy
of teaching that integrates their prior experiences, personal
opinions, and knowledge gained from this course.

*Meaningful Experience:  Meaningful experience will be facilitated
through discussions and other activities that tie course content to
the students’ personal and professional lives and focus on the use of
information in future contexts.  Additionally, application of course
content will be required in their early field experience.

*Knowledge and Multiple Forms of Understanding:  Multiple forms of
understanding will be encouraged in this class through the effective
use of numerous types of learning activities and assessments.
Additionally, integration of content area knowledge will be
accomplished through the use of examples from the various content
areas.

*Personalized Learning:  Students will be allowed to choose the
specific topics associated with some assignments.

Course Format & Policies:

Daily Activities to Promote Understanding:  Points will be awarded
for daily activities.  If you are absent, you will miss points for
that day’s activities.  If you have to miss a class, please email or
call me beforehand. Attendance at each course meeting is important to
promote understanding throughout the semester.  Please be on time as
it is disruptive to your fellow students to walk in late.

Readings/Discussion:  You are responsible for the assigned readings
prior to the date the material is discussed in class.  Discussions,
activities, and assessments will be based on the assumption that you
have prepared for class by reading the assigned materials.  You will
be responsible for all assigned readings and material discussed in
class even if you are absent.

Late Papers & Assignments:  All written assignments must be submitted
on the due date!  Any item not submitted the day on which it is due
will be docked 5% for each day it is late.  Missed quizzes, tests,
and activities will be counted as zero unless, in extraordinary
circumstances, you have made arrangements WITH ME IN ADVANCE.

Syllabus Changes:  I reserve the right to make changes to the
syllabus as necessary.  I will try to keep changes to a minimum.  If
changes need to be made, I will let you know ASAP.

Honor Code: You are responsible for abiding by all policies and
regulations regarding academic and personal conduct as stated in the
Code of Student Rights, Responsibilities, & Conduct, which can be
found at http://campuslife.indiana.edu/Code/.

Students with Disabilities:  If you have a visual, auditory,
physical, &/or learning disability, accommodations can be made for
you if you contact me and present documentation indicating
qualification for services from the Office of Disabled Student
Services.  Contact the Office of Disabled Student Services for
eligibility requirements.

Email Accounts:  You are required to have an active e-mail account,
and to check your
e-mail at least twice a week to receive messages related to this
course.

ID Numbers: Please put the last 4 digits of your social security
number on papers and exams, rather than your name.

Respect for Diversity:  Our classroom will be a place where diversity
is accepted and valued.  The differences between class members will
be embraced.  Language that degrades an individual or group because
of gender, ethnicity, nationality, socioeconomic status, religious
preference, or sexual orientation will not be tolerated.

Religious Holidays:  In accordance with Indiana University’s policy
on accommodations for religious holy days or holidays, please inform
me of any conflicts EARLY in the semester so that accommodations can
be made.  Also, the form that students can complete
to request accommodations can be found at:
http://www.indiana.edu/~deanfac/download/download.html#awnom

Indiana University’s policy can be found at:
http://www.indiana.edu/~deanfac/holidays.html

Grading Procedures:

Your grade in this course will be based on your performance on a
variety of tasks:

Participation in Daily Activities (2 pts/day) / 50
Quizzes (5 quizzes, 20 pts each) / 100
Midterm Examination	 / 100
Hot Topic Project / 100
Philosophy Paper / 50
TOTAL POSSIBLE POINTS / 400

The maximum number of points available is 400.  Grades will be based
on the total point accumulation as follows:

A+ = 388-400 (97-100%)	
A = 372-387 (93-97%)	
A- = 360-371 (90-92%)
B+ = 348-359 (87-89%)   	
B = 332-347 (83-86%)      	
B- = 320-331 (80-82%)
C+ = 308-319 (77-79%)   	
C = 292-307 (73-76%)     	
C- = 280-291 (70-72%)
D+ = 268-279 (67-69%)       	
D = 252-267 (63-66%)  	
D- = 240-251 (60-62%)
F = 239 (59%) & Below

Course Assignments/Requirements:

Daily Activities (2 points/day, 50 points total):  As the class is
based on a discussion/activity format, participation in daily
activities is very important.  Points will be awarded each day to
those who participate in such activities as discussions, small group
work, analyzing and applying video clips, etc.  Cases of lengthy
illness or other difficult circumstances that may impact activity
points will be considered on an individual basis.  (An in-class
activity will address INTASC principle 8.1A)

Quizzes (5 quizzes, 20 points each; 100 pts total): Quizzes will be
given to assess the degree to which students understand the material
presented in the textbook and in-class activities.  The quizzes will
consist of multiple-choice and fill-in-the-blank questions.
Students’ lowest quiz score will be replaced with their highest quiz
score.

Midterm Examination (100 points):  A midterm examination covering
student development and learning will be given to assess the degree
to which students understand how to apply the material presented in
the textbook and in-class activities to an elementary classroom
setting.  A list of possible essay questions will be given to
students one week before the in-class midterm exam.  Students can
prepare answers to the questions, but will not be allowed to use any
materials when they take the exam.  (Exam will address INTASC
principle 2.1A)

Hot Topic Project (100 points):  Students will work in teams of
approximately 4 people to research and debate one side of a hot
topic, a current issue relevant to educational psychology.  The
project consists of three components.  Please see additional handout
for more information.

Final Paper (50 points):  Students will write a paper of at least 5
pages regarding their personal philosophy about teaching and
learning.  Please see additional handout for more information.  The
paper is due Tuesday, May 6th, 8:00a.m.  (Paper will address INTASC
principle 2.1B)

Schedule: Class Topics, Readings, & Assignments

UNIT 1: WHAT IS EDUCATIONAL PSYCHOLOGY & WHY IS IT IMPORTANT?
DATE / TOPIC & TEXT CHAPTER ASSIGNMENTS / READINGS	
Mon, 9/1 / Introduction to Course & Its Importance / Syllabus	
Wed, 9/3 / Introduction to One Another		
Mon, 9/8 / What is Educational Psychology? (1) / Chapter 1	

UNIT 2: HOW DO STUDENTS DEVELOP & HOW DOES STUDENT DEVELOPMENT AFFECT
CLASSROOM LEARNING?
Wed, 9/10 - Cognitive Development (2) - Pgs 18-35, Case Study 3	 -
QUIZ: UNIT 1
Mon, 9/15 - Cognitive Development (2) - Pgs 36-48, 191-195	
Wed, 9/17 - Personal Development (3) - Pgs 60-72 & 409-420, Reading 1
	
Mon, 9/22 - Social & Sexual Identity Development (3) - Pgs 73-86,
Reading 2	
Wed, 9/24 - Moral & Prosocial Development (3) - Pgs 86-101 	
Mon, 9/29 - Debate: Moral Education - QUIZ: UNIT 2

UNIT 3: HOW DO STUDENTS LEARN & HOW DOES STUDENT LEARNING AFFECT WHAT
TEACHERS DO?
Wed, 10/1 - Cognitive Processes in Learning (6) - Pgs 187-201	
Mon, 10/6 - Cognitive Processes in Learning (6) - Pgs 201-224	
Wed, 10/8 - Knowledge Construction (7) - Chapter 7	
Mon, 10/13 - Behaviorist View of Learning (9) - Pgs 298-307	
Wed, 10/15 - Behaviorist View of Learning (9) - Pgs 308-330, Reading 3
	
Mon, 10/20 - Social-Cognitive View of Learning (10) - Chapter 10 -
QUIZ: CHPT 6, 7, 9
Wed, 10/22 - Debate: Television Violence		
Mon, 10/27 - DEVELOPMENT & LEARNING EXAMINATION - CHPTS 2, 3, 6, 7,
9, 10	

UNIT 4: WHY DO STUDENTS BEHAVE & PERFORM THE WAY THEY DO AND HOW CAN
TEACHERS IMPROVE STUDENT BEHAVIOR & PERFORMANCE?
Wed, 10/2 - Motivation (11 & 12)		
Mon, 11/3 - Motivation (11 & 12) - Pgs 367-376 & 389-408	
Wed, 11/5 - Creating the Classroom Environment (14) - Pgs 479-492,
Reading 4	
Mon, 11/10 - Dealing with Misbehaviors (14) - Pgs 492-509	
Wed, 11/12 - Communicating with Parents  - Case Study 4 & Reading 5
	
Mon, 11/17 - Debate: Zero-Tolerance - QUIZ: UNIT 4

UNIT 5: WHAT INSTRUCTIONAL STRATEGIES & ASSESSMENT TOOLS SHOULD
TEACHERS CHOOSE IN ORDER TO MAXIMIZE STUDENT LEARNING?
Wed, 11/19 - Preparing for Instruction (13) - Pgs 427-438	
Mon, 11/24 - Theories of Intelligence & Choosing Instructional
Strategies (13) - Pgs 105-112 & 438-476, Readings 1 & 6 	
Wed, 11/26 - NO CLASS – Thanksgiving break!		
Mon, 12/1 - Standardized Assessments  (15) - Chapter 15, Reading 8
	
Wed, 12/3 - Classroom Assessments (16) - Pgs 553-581	
Mon, 12/8 - Summarizing Student Achievement (16) - Pgs 582-591	
Wed, 12/10 - Catch Up & Wind Down - QUIZ: UNIT 5

M101: Lab & Field Experience
Lab: Monday, 2:30-3:20pm, EDUC 0101
Field Experience: Selected Wednesdays, 12:00 – 4:00, to be arranged

Course Description:
The laboratory and field experience components of this course are
designed to give you practical experience inside a classroom and the
opportunity to discuss and reflect on your experience.  The objective
of M101 is for you to merge theoretical principles and classroom
interactions in creating your own teaching style.

Grading Procedures:
M101 is graded as satisfactory/failing.  To earn a satisfactory
rating in this course, you must meet the following requirements:
Acquisition of 20 hours in the field
Attendance in labs (only 2 missed labs are allowed)
A satisfactory rating of field performance by your cooperating teacher
Completion of 7 observation forms

Course Policies:
Your presence in an outside classroom means responsibility.  Because
your behavior influences the teacher’s perception of you and of the
entire teacher education program at IU, you are expected to present
yourself in a favorable way by being prompt, professional, and
courteous.  Please remember that you are a role model for the
students in your classroom.

Course Assignments/Requirements:
You are required to complete an observation/reflection form for each
field experience visit.  You should complete one form during or
immediately following each visit and submit it to me at the next lab
meeting.  The forms will be given to you before your first field
experience visit.  (These forms will address INTASC principles 5.1A
and 5.1B)

Schedule:

Date:
Topic:
Readings:

9/1
Field Experience Orientation
	
9/8
Building Confidence	

9/15
Library Orientation
	
9/22
Field Experience Orientation
	
9/29
Knowledge Construction
	
10/6
Process Field Experience
	
10/13	
Behaviorism	
Case Studies 11, 12, & 16

10/20	
Process Field Experience
	
10/27	
Motivating Students	

11/3	
Process Field Experience
	
11/10	
Classroom Management
Case Study 35

11/17	
Process Field Experience
	
11/24
Promoting Group Interaction	
Case Study 39 & Reading 7

12/1	
Classroom Assessments	

12/8	
Catch Up and Wind Down
	
**Topic dates will likely change when field experience dates are
determined**